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INCLUSIVE TEACHING — Who can participate, whose strengths are seen, and…

- - - - Provide → intellectual challenge AND targeted support
        
        Hypothetical example → inquiry + accessible text + explicit reading instruction for a gifted learner with dyslexia
        
        CROSS-LINK → strengths and support needs guide differentiation
- - - - Match support to the barrier → explicit teaching, accessible environments and communication tools (T4–T9)
        
        Check the goal → a response option must still demonstrate the intended learning
        
        ASD / ADHD → agree sensory or movement options; check their effect with the learner (T8)
        
        Physical / sensory / intellectual needs → accessible routes, communication access and steps with guided practice (T7, T9)
- - - - Review together → retain effective support; adapt what is not working
        
        Check transfer → fade teaching prompts when appropriate; retain needed access supports (T9)
        
        Agree → who will act, what evidence to collect and when to review
      - CROSS-LINK → evidence refines differentiation
      - Proposed check → compare work samples; note contribution and prompts; ask what helped
- - - - Ian’s workshop case → keyboard access changes the response method, not the English goal (T1, slides 21–22)